Scholar: Vol. 13, No. 2 (2021)

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A comparative study of Grade 2 students’ motivation for learning English as a foreign language under game-based learning method and teacher-centered learning method at a Demonstration school, Bangkok, Thailand
(Bangkok : Assumption University Press, 2021) Teerada Meethongkhow; Forhad, Ziaul Adedin
The purpose of this study was to compare students’ motivation for learning English as a foreign language under game-based learning method and teacher-centered learning method of Grade 2 students at a Demonstration school, Bangkok, Thailand. This research study involved five objectives which included; Grade 2 students’ motivation level for learning English as a foreign language under game-based learning method and teacher-centered learning method in pre-test and post-test. The significant difference in Grade 2 students’ motivation level for learning English as a foreign language under teacher-centered and game-based learning method between pre-test and post-test individually and finally comparing the significant difference in Grade 2 students’ motivation level for learning English as a foreign language under game-based learning method and teacher-centered learning method between pre-test and post-test. The data were collected by using the pre-test and post-test. The scores were analyzed by means, paired samples t-test and independent samples t-test. The finding of the study showed that, students motivation level in game-based learning method was higher than the students in the teacher–centered learning method in Grade 2 of the Demonstration school, Bangkok, Thailand. The study demonstrated the effectiveness of learning English as a foreign language under game-based learning method. Recommendations have been suggested for the school, teachers and the future researchers.
A comparative study of Kindergarten 3 Students’ Chinese academic achievement and attitude toward learning Chinese language according to gender and linguistic family background in a private school in Bangkok, Thailand
(Bangkok : Assumption University Press, 2021) Xia, Menglin; Gonzalez, Orlando Rafael Gonzalez
The study was conducted to investigate the Kindergarten 3 (K3) students’ Chinese academic achievement and attitude toward learning Chinese language according to their gender and linguistic family background at a private school in Bangkok, Thailand. The study was carried out with a total of 124 K3 students at the target school during the second semester of the academic year 2019-2020. It was designed as a quantitative and comparative study. Two instruments were used in this study for data collection. One was the Attitudes Toward Learning Chinese as a Foreign Language Questionnaire, developed to measure students’ attitudes towards learning Chinese language. The other instrument was the Chinese Midterm Test, used to measure participants’ Chinese academic achievement. Descriptive statistics (means and standard deviations) and independent samples t-tests were performed on the collected data to address the research objectives driving this study. The findings indicated that girls had a significantly more positive attitude toward learning Chinese language than boys, and girls had also a significantly higher Chinese academic achievement than boys in the target school. Moreover, it was also found that students with bi- and multilingual family background had a significantly more positive attitude toward learning Chinese language than students with monolingual family background, and students with bi- and multilingual family background had a significantly higher Chinese academic achievement than those with monolingual family background. Based on the discussion of the findings, recommendations for action and further study are provided.
The relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement of Grades 7 and 8 students at Pramandanijianukroah School, Bangkok, Thailand
(Bangkok : Assumption University Press, 2021) Li, Zheng; Gonzalez, Orlando Rafael Gonzalez
The main purpose of this study was to determine if there was a significant relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement of Grades 7 and 8 students at Pramandanijianukroah School, Bangkok, Thailand. A total of 126 students from Grade 7 and 139 students from Grade 8, enrolled during the academic year 2019-2020, participated in this study. The Questionnaire of Chinese Self-Efficacy was used to measure participants’ self-efficacy for learning Chinese as a foreign language, while the Questionnaire of Chinese Language Enjoyment was used to measure participants’ enjoyment of learning Chinese as a foreign language. The Grade 7 and Grade 8 final exams of Chinese language subject for Term 1 were used to measure participants’ Chinese academic achievement. Descriptive statistics (means and standard deviations) and correlational analysis (using multiple correlation coefficient) were performed on the collected data. The findings indicated that participants’ self-efficacy for learning Chinese as a foreign language was slightly low. The level of enjoyment of learning Chinese as a foreign language was found to be neither high nor low for Grade 7 students, whereas it was high for Grade 8 students. Chinese academic achievement for Grade 7 students was found to be satisfactory, while for Grade 8 students it was good. The multiple linear relationship of self-efficacy for and enjoyment of learning Chinese as a foreign language with Chinese academic achievement was significant and strong for Grade 7 students, whereas it was significant and moderately strong for Grade 8 students.
A strategy for the development of instructors’ professionalism in Thai private universities
(Bangkok : Assumption University Press, 2021) Islam, Mohammad Ariful; Poonpilas Asavisanu; Merritt, Matthew Reed
This study aimed to develop a strategy for the development of instructors’ professionalism in Thai private universities. The study was based on the following research objectives: 1) To explore the desired components that constitute instructors’ professionalism in Thai private universities, 2) To examine the current level of instructors’ professionalism in Thai private universities, 3) To determine the components that impact the development of professionalism for instructors’ professionalism in Thai private universities, and 4) To propose a strategy for the development of instructors’ professionalism in Thai private universities. The methods applied during the study included content analysis, questionnaires, semi-structured interviews, and a focus group. Participants in the study were 364 instructors and administrative staff from ten Thai private universities. Content analysis, descriptive statistics, multiple regression, and correlational analysis were used to analyze the data. The desired components that constitute instructor professionalism obtained from the content analysis and expert interviews were: Content Knowledge, Instructional Knowledge, Self-Efficacy and Self-Confidence, Ethics and Care, and Transformational Leadership. The current overall level of instructors’ professionalism was high. The multiple regression analysis found that four variables were statistically significant at the .01 level of confidence: Self-Efficacy and Self-Confidence, Instructional Knowledge, Content Knowledge, and Ethics and Care, p<.01, R2 = .525. From this data, a strategy was developed as a recommendation for the enhancement of professionalism for instructors at Thai private universities.
A comparative study of adult Learners’ motivation for learning English as a foreign language according to their instruction by single or multiple instructors at Geos Language Centre, Thailand
(Bangkok : Assumption University Press, 2021) Link, Simon W.; Suwattana Eamoraphan
The purpose of this quantitative study was to compare adult learners’ motivation for learning English as a foreign language according to their instruction by either a single instructor or by multiple instructors over a period of six weeks at Geos Language Centre in Bangkok, Thailand. The sample population of this study consisted of 67 adult-learner students enrolled in private English as a foreign language courses during the period of April to July 2020. These students comprised two groups under investigation during the period of this study: 1) Those who received instruction from a single instructor, and 2) Those who received instruction from multiple instructors. The Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL), adapted from the Attitude / Motivation Test Battery (AMTB) by Gardner (2004), was used to measure the level of adult learners’ motivation for learning English as a foreign language (EFL). Descriptive statistics (means and standard deviations) were calculated, and statistical hypothesis testing (comparative analysis using paired samples t-tests and an independent samples t-test) was performed from data collected to pursue the research objectives and accept or reject the research hypotheses of this study. The research findings did not indicate that there was a statistically significant difference in the gain in motivation for learning English as a foreign language over a six-week period of study between adult learners who studied with a single instructor and adult learners who studied with multiple instructors. Recommendations for adult learners and instructors of English as a foreign language and language institute administrators and future researchers are provided.
The influence of perceived acculturative stress on psychological stress response being mediated by coping strategies Among Japanese Mothers in Thailand
(Bangkok : Assumption University Press, 2021) Kurata, Mai; Varma, Parvathy
This study attempts to assess the impact of the direct and indirect influence of acculturative stress on the stress response of Japanese mothers in Thailand mediated by the three Coping strategies. A convenient sample of 246 Japanese mothers were given a survey on acculturative stress, problem solving support seeking coping, avoidance thinking coping, positive thinking distraction, and stress response, The indirect relationship between acculturative stress and stress response is supported only when it was mediated by positive thinking-distraction coping strategy. The From the overall findings it can be inferred that the level of stress experienced However, the use of positive thinking-distraction coping strategy when they perceive distress was found to be effective among Japanese mothers. in order to effectively cope with the stress. Further study required for the practical way to encourage Japanese mothers in Thailand to utilize positive thinking-distract coping strategy.
The predictive relationship of ideal self, integrativeness, direct contact, and cultural interest on English language readiness for the ASEAN Economic Community of Grade 8 students at Horwang School, Thailand
(Bangkok : Assumption University Press, 2021) Jerwin Angeles Jabutay; Gonzalez, Orlando Rafael Gonzalez
The purpose of this quantitative study was to examine the English language readiness for the ASEAN Economic Community (AEC) of Grade 8 students at Horwang School, Thailand, under the hypothesis that ideal self, integrativeness, direct contact, and cultural interest had positive predictive relationships on English language readiness. A total of 116 Grade 8 students comprised the sample of this study. The TOEFL Junior Tests measured the participants’ English language readiness for the AEC, while the ASEAN Economic Community (AEC) English Language Readiness Model Questionnaire was used to collect data on students’ ideal self, integrativeness, direct contact, and cultural interest. Descriptive statistics and correlational analysis (using multiple linear regression) were used to analyze the students’ responses. The results revealed that the participants had strong levels of ideal self, integrativeness, direct contact, and cultural interest in relation to the use of the English language as ASEAN citizens. Furthermore, the participants were found to be very ready in terms of their English language readiness for the AEC. From the initially hypothesized combination of four predictor variables having a positive predictive relationship on participants’ English language readiness for the AEC, the correlational analysis indicated that there was a significant, positive predictive relationship only for the combination of two predictor variables, ideal self and cultural interest, which explained 11% of the variance in respondents’ English language readiness for the AEC. Based on the theoretical and practical implications of the findings, recommendations for action and further study are provided.
A study on the influence of Thai cultural factors on attitudes and perceptions of ADHD
(Bangkok : Assumption University Press, 2021) Mason, Erick K.; Varma, Parvathy
The current research examined Thai cultural factors, such as religiosity, stigmatization of mental disorders, holistic thinking, and health locus of control towards attitudes and perceptions of ADHD, moderated by prior exposure to ADHD. The Thai translated scales Multidimensional Health Locus of Control Scales (MHLC), the SBI (Religious Beliefs/Practices), the Community Attitudes towards the Mentally Ill scale, the ADHD Stigma questionnaire (ASQ) (attitudes towards ADHD), Choi’s Analysis-Holism Scale, the ADHD Beliefs Scale-revised (perceptions of ADHD) were used for testing the model. The factor structure was examined via confirmatory factor analysis and reliability and validity were established initially before testing the model. Further, SEM was utilized to test the relationships between the aforementioned cultural factors and attitudes and perceptions of ADHD (n = 323). The results indicated significant relationships between cultural factors and negative opinions of ADHD. The current research aimed to contribute to the understanding of unique aspects of ADHD in Thailand. Future research may explore methods to increase knowledge of ADHD and reduce negative attitudes/perceptions of ADHD.
The mediation effect of social connectedness between big five personality traits and social interaction anxiety among third culture kids in Bangkok
(Bangkok : Assumption University Press, 2021) Zainab, Syeda Affifa; Mohanan, Santhosh Ayathupady
The study examined the association of social interaction anxiety (SIA), social connectedness (SC) and the big five personality traits in third culture kids in Bangkok. The purpose of the current study was to investigate the direct and indirect effect of the Big Five traits on SIA in TCKs, mediated by SC. The study employed Path Analysis via a set of multiple regressions for each of the five traits and Process Analysis to test the significance of mediation effect. A convenience sample of 123 TCKs, 78 girl and 45 boys of age 14-18 years, from the international school in Bangkok filled out questionnaire of Social Interaction Anxiety Scale (SIAS), Social Connectedness Scale-revised (SCS-R) and Big Five Inventory (BFI). Results showed that extroversion was a significant negative predictor with a direct and indirect effect on SIA, partially mediated by SC (β = -.19, 95% CI = -.33, -.09). Neuroticism was a significant positive predictor with a direct and indirect effect on SIA, partially mediated by SC (β = .21, 95% CI = .11, .32). Openness, conscientiousness and agreeableness showed no significant direct or indirect effect on SIA. Its shows that low sense of belonging and connection in introverted and neurotic adolescents exacerbates their concerns in social interactions, thus contributing towards making them socially anxious. Therefore, adolescent TCKs with low extroversion and high neuroticism can be protected against their natural vulnerabilities towards social interaction anxiety with the help of developing higher levels of social connectedness.
A comparative study of Grades 7 and 8 students’ attitudes toward grammar-translation method and communicative language teaching in learning English as a foreign language at a private Catholic school In Bangkok
(Bangkok : Assumption University Press, 2021) Pattravadee Sawsakul; Lynch, Richard
This study aimed to investigate and determine whether there was a significant difference between Grades 7 and 8 students’ attitudes toward grammar-translation method (GTM) and communicative language teaching (CLT) in learning English as a foreign language at a private Catholic school in Bangkok. The study utilized a quantitative comparative research design. The Attitudes Toward Grammar-Translation Method and Communicative Language Teaching Questionnaire was adapted and used to collect the data from Grades 7 and 8 students in January, 2020. There were 152 Grade 7 and 173 Grade 8 students who responded to the questionnaire. The collected data was analyzed first through descriptive statistics (means and standard deviations) and then through inferential statistics (dependent and independent samples t-test). The findings of the current study revealed that overall, Grades 7 and 8 students had slightly positive attitudes toward GTM and positive attitudes toward CLT in learning EFL. The findings also indicated that there was a significant difference between Grades 7 and 8 students’ attitudes toward GTM and CLT. Furthermore, the findings showed that there was a significant difference between Grades 7 and 8 students’ attitudes toward GTM while there was no significant difference between their attitudes toward CLT in learning EFL. Recommendations for students’ support, teaching strategies, and future research are provided.
A correlational-comparative study of Grade 3 and Grade 4 students’ self-efficacy for and enjoyment of learning mathematics at a Catholic school in Bangkok, Thailand
(Bangkok : Assumption University Press, 2021) Supaporn Techavichian; Lynch, Richard
This study aimed to investigate the levels of Grade 3 and Grade 4 students’ self-efficacy for and enjoyment of learning mathematics and to determine whether there was a significant difference or a significant relationship among them at a Catholic school in Bangkok, Thailand. The study was conducted with 46 Grade 3 students and 51 Grade 4 students in the 2019 academic year. The research design was a quantitative correlational-comparative study. The research instrument utilized was the Self-Efficacy for and Enjoyment of Learning Mathematics Questionnaire (SEELMQ), adapted from the Math and Me Survey (Adelson & McCoach, 2011). Descriptive statistics, dependent samples t-tests, independent samples t-tests, and Pearson’s correlation coefficient analysis were used to analyze the data. The findings revealed no significant difference between Grade 3 and Grade 4 students’ self-efficacy for and enjoyment of learning mathematics, but there was a significant difference between students’ self-efficacy for and enjoyment of learning mathematics within their Grade level. Students’ self-efficacy was in a moderate level and students’ enjoyment was in a high level. Moreover, the study revealed a positive strong relationship between students’ self-efficacy for and enjoyment of learning mathematics. Recommendations for school administrators, mathematics teachers, students, parents, and future researchers were provided.
The influences of mindfulness on foreign language fluency mediated by irrational thoughts, foreign language anxiety and self-efficacy on Thai English learners
(Bangkok : Assumption University Press, 2021) Netpreeya Choomchaiyo; Varma, Parvathy
This study investigated the impact of selected psychosocial factors on the foreign language fluency among Thai people. The influences between mindfulness, irrational thoughts, foreign language anxiety, self-efficacy, and foreign language fluency were explored. The confirmatory factor analysis revealed that fear of non-achievement, concern over mistake, perfectionistic cognition, and inferiority feeling were better explained by the second-order latent factor- irrational thoughts. The SEM analysis of the sample of 1,358 Thai students and office workers revealed that mindfulness both directly and indirectly influenced irrational thoughts (comprised of fear of non-achievement, concern over mistake, perfectionistic cognition, and inferiority feeling), foreign language anxiety, self-efficacy and foreign language fluency. Mindfulness was found to have a negative relationship with foreign language anxiety; and foreign language anxiety also had an adverse effect on self-efficacy and foreign language fluency. This research contributes to foreign language learning by revealing the role of mindfulness to help Thai learners better aware of their negative thoughts which lead to foreign language anxiety, as well as to help enhance a Thai person’s belief in his/her ability to fluently communicate in a foreign language. It also provides insight knowledge to behavioral science by explaining the influences of mindfulness on a person’s irrational thoughts, anxiety, self-efficacy and fluent or proficient performances in general.
Doctor patient relationship as a mediator between attachment dimensions and self-management In chronic patients, Yangon, Myanmar
(Bangkok : Assumption University Press, 2021) Naing, May Zaw; Mohanan, Santhosh Ayathupady
This research studied the direct effect of attachment dimensions on self-management and the mediating effect of the doctor-patient relationship between attachment dimensions and self-management. A quantitative method with correlational research design via path analysis was utilized. The participants of the study consisted of 90 male and 90 female chronic patients. Burmese translated version of Revised Adult Attachment Scale (RAAS), Partners in Health (PIH) scale and Patient-Doctor Depth of Relationship (PDDR), and a researcher constructed demographic questionnaires were employed. The mediating role of doctor patient relationship is discussed in the context of self-management of chronic patients in Yangon, Myanmar. The results revealed the following major findings: (1) close attachment dimension had a significant direct positive effect on self-management, depend and anxiety attachment dimensions did not have a direct effect on self-management; (2) close attachment dimension had a significant indirect effect on self-management, being mediated by doctor-patient relationship (Standardized Indirect effect = .08, SE = .04, LLCI = .01, ULCI = .16), depend attachment dimension did not have a significant indirect effect on self-management, being mediated by doctor-patient relationship (Standardized Indirect Effect = .06, SE = .04, LLCI = -.01, ULCI = .14), anxiety attachment dimensions did not have a significant indirect effect on self-management, being mediated by doctor-patient relationship (Standardized Indirect Effect = .0361, SE = .03, LLCI = -.03, ULCI = .11); it is not uncommon for chronic patients in Myanmar to reach out to the quack doctors instead of consulting with doctors. Economic hardship requires chronic patients to make difficult decisions between healthcare and basic living expenses).
A study of the relationship between teachers’ perceptions of principal’s transformational leadership style and their perceptions of professional development in Ning’er Vocational High School, Yunnan, China
(Bangkok : Assumption University Press, 2021) Tong, Xi; Watana Vinitwatanakhun
The main purpose of this study was to determine the relationship between teachers’ perceptions of principal's transformational leadership style and their perceptions of professional development in Ning’er Vocational High School, Yunnan, China. There were three research objectives to guide this study: (1) to identify the teachers’ perceptions of the principal's transformational leadership style, (2) to identify teachers’ perceptions of professional development, and (3) to determine the relationship between teachers’ perceptions of principal's transformational leadership style and their perceptions of professional development in Ning’er vocational high school, Yunnan, China. This research design was a quantitative and relationship study. The data collection tool for this study was a questionnaire divided into two parts. A total 60 full-time teachers in Ning’er Vocational High School replied the Multifactor Leadership Questionnaire which was adapted from Avolio and Bass (1995) and Evaluating The Effectiveness Of Professional Development Questionnaire was adapted from Lowden (2003). The first part of questionnaire to examine teachers’ perceptions of principal’s transformational leadership style and the second part to examine their perceptions of professional development. This study found that teachers’ perceptions of principal’s transformational leadership style and their perceptions of professional development were high; and there was a moderately positive relationship between teacher’s perception of principal leadership style and their perception of professional development.
A study of the relationship between teachers’ perception towards organizational culture and their followership Dimensions At the No.2 middle School, Gansu, China
(Bangkok : Assumption University Press, 2021) Sun, Shiqian; Watana Vinitwatanakhun
The main purpose of this research study was to determine the relationship between teachers’ perceptions towards organizational culture and their followership dimensions at the No.2 middle School, China. The study was conducted to survey all the teachers from the selected schools manage in China during the academic year 2019-2020. In this study, the research instrument for Part II investigated the teachers’ perception for organizational culture adopted from Gruenert and Valentine’s (1998) School Culture Survey (SCS). For questionnaire Part III measured the teachers’ perception for followership dimensions adopted from Kelley (1992) Followership Questionnaire. The collected data from the survey were analyzed by descriptive statistics, Frequency and Percentage, Mean and Standard Deviation and Pearson Product Moment Correlation Coefficient. A high level of teachers' perception was found based on the relation to Organizational Culture and Followership Dimensions. The r value was .493 with a significance value of .000, according to the Pearson correlation coefficient. The study results showed that the level of teachers’ perceptions towards organizational culture and their followership dimensions were high in the schools and the correlation analysis result showed that there was significant relationship between teachers’ perceptions towards organizational culture and their followership dimensions. To develop high-efficiency and high-quality teaching, teachers need to improve their ability of independent thinking, actively share, and accept ideas, and have independent thinking ability, and teachers need to help and support each other, encourage each other, and improve their perception of school organizational culture and followership.
A correlational-comparative study of Grades 4 to 6 students’ perceptions of parental encouragement and motivation for learning English as a foreign language at Zet Let Kung Kyang Community School, Kachin State in Myanmar
(Bangkok : Assumption University Press, 2021) Nyoi, S. Hkawng; Supit Karnjanapun
This study was conducted mainly to investigate the perception of parental encouragement and students’ motivation for learning English as a foreign language, and if there is a significant difference among their perception of parental encouragement and motivation for learning English as a foreign language at Zet Let Kung Kyang Community School, Kachin state in Myanmar. This research designed as a quantitative, correlational-comparative study with the population of the study, 102 Grades 4-6 students from Zet Let Kung Kyang Community School, Kachin State in Myanmar, during the academic year 2019-2020. Research to ANOVA data analysis, the study indicated that there was no significant difference among Grades 4 to 6 students’ perceptions of motivation for learning English as a foreign language, and no significant difference was found among their perceptions of parental encouragement for learning English as a foreign language. Pearson’s products moment correlation suggested that there was a significant positive relationship between Grades 4 to 6 students’ motivation for learning as a foreign language and their perceptions of parental encouragement for learning English as a foreign language. The result found that Grades 4 to 6 students’ perceptions of parental encouragement and motivation for learning English as a foreign language was high. Finally, the students, teachers, school administrators, parents, and future researchers will benefit from this study.
The relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement of form 3 students at Domasi Demonstration Secondary School in Malawi
(Bangkok : Assumption University Press, 2021) Kalambo, Austin Bondawambinga; Lynch, Richard
The study was aimed at determining the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of Form 3 physics students at Domasi Demonstration Secondary School in Malawi. The Motivated Strategies for Learning Questionnaire (MSLQ) was adapted and used to collect data on self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning from 40 Form 3 physics students at Domasi Demonstration Secondary School in Malawi in their Term 3 of the 2019 academic year. The physics achievement scores of the students were collected by an End of Term 3 Physics Examination. A multiple correlation coefficient analysis was used to determine the relationships among self-efficacy for learning and performance in physics, metacognitive self-regulated physics learning and physics achievement of the Form 3 physics students. It was revealed that the relationship of self-efficacy for learning and performance in physics and metacognitive self-regulated physics was moderately strong and positively correlated. Similarly, physics achievement and self-efficacy for learning and performance in physics were also moderately strong and positively correlated. Lastly, the relationship between physics achievement and metacognitive self-regulated physics learning was revealed to be weak but positively correlated. The findings, further, indicated that a moderately strong and positive significant relationship existed between self-efficacy for learning and performance in physics and metacognitive self-regulated physics learning with physics achievement. Recommendations for students’ support, teaching strategies, and future research are provided.
The relationship between motivation for learning English as a foreign language and perception of the study of theology in English held by years 1-4 seminarians at St. Joseph’s Major Seminary Yangon, Myanmar
(Bangkok : Assumption University Press, 2021) Lin, Zaw Htun; Gonzalez, Orlando Rafael Gonzalez
This quantitative study was intended to determine the relationship between motivation for learning English as a foreign language (EFL) and perception of the study of Theology in English at St. Joseph’s Major Seminary in Yangon, Myanmar. A total population of 100 seminarians from Years 1, 2, 3 and 4, enrolled in the academic year 2019-2020, participated in this study. The research instruments used for data collection were the Questionnaire of Motivation for Learning English as a Foreign Language Questionnaire (MLEFLQ) and the Perception of the Study of Theology in English Questionnaire (PSTEQ). Descriptive statistics (means and standard deviations) and correlational analysis (using Pearson’s correlation coefficient and multiple correlation coefficient) were performed on the collected data. The findings indicated that Years 1-4 seminarians, on average, had a high level of motivation for learning EFL, as well as a positive perception of the study of Theology in English. In relation to the three subscales comprising motivation for learning EFL (i.e., motivational intensity for learning EFL, desire to learn EFL, and attitude toward learning EFL), it was found the following: (a) the motivational intensity for learning EFL of Years 1-3 seminarians was high, whereas it was partially high for Year 4 seminarians; (b) the desire to learn EFL of Years 1-4 seminarians was high; and (c) the attitude toward learning EFL of Years 1-4 seminarians was positive. The results from the correlational analysis revealed the following: (a) for Year 1 seminarians, there was no significant relationship of motivation for learning EFL (in terms of its three comprising subscales) with perception of the study of Theology in English; (b) for Year 2 seminarians, there was a significant, strong multiple linear relationship of motivation for learning EFL (in terms of its three comprising subscales) with perception of the study of Theology in English; (c) for Year 3 seminarians, there was a significant, moderately strong multiple linear relationship of motivation for learning EFL (in terms of its three comprising subscales) with perception of the study of Theology in English; and (d) for Year 4 seminarians, there was a significant, weak linear relationship of desire to learn EFL with perception of the study of Theology in English. Based on the discussion of the findings, recommendations for action and further study are provided.
A study of the relationship between teachers’ perceptions towards their leadership capacity and competence at an international school in Thonburi, Thailand
(Bangkok : Assumption University Press, 2021) Tang, Ting; Watana Vinitwatanakhun
The purpose of this study was to determine the relationship between teachers’ perceptions towards their leadership capacity and competence at an international school in Thonburi, Thailand. The participants of this study were 81 full-time teachers from the selected school during the academic year 2019-2020. This researcher used the high capacity leadership instrument adopted from Pierce (2007) based on Lambert’s (2003) Leadership Capacity School Survey (LCSS), as well as teachers’ competence survey adopted from Medley’s (1977) Theory of Teacher Competence. This researcher analyzed the collected data from the survey with Descriptive Statistics, Frequency and Percentage, Mean and Standard Deviation, and the Pearson Product Moment Correlation Coefficient. The survey results showed that the teachers’ perceptions towards their leadership capacity and competence was high at this international school in Thonburi, Thailand. The r value was .677 with a significance value of .000, according to the Pearson correlation coefficient. The study indicated that there was a strong positive relationship between teachers’ perceptions towards their leadership capacity and competence at this international school in Thonburi, Thailand.
The effects of workplace stressors on stress and subjective well-being of female Myanmar migrant workers in Thailand mediated by coping strategies and social support
(Bangkok : Assumption University Press, 2021) Aung, Nant Mu Mu; Varma, Parvathy
The current study attempted to investigate the direct and indirect effects of workplace stressors on stress and subjective well-being of female Myanmar migrant workers in Thailand mediated by coping strategies and social support. This study employed a quantitative method with a correlational research design, using a path model. A convenience sampling through self-administered survey questionnaires was given to a total of 200 female Myanmar migrant workers in Bangkok and Samut Sakhon areas. The results showed that there was a direct effect of a workplace stressor on stress and subjective well-being. Stressor of workplace injustices and barriers to exit job was associated with increased levels of stress and decreased levels of subjective well-being. There was an indirect effect of workplace stressor of coercive working conditions on stress mediated by problem-focused coping strategies. Similarly, emotion-focused coping strategies mediated the relationship between coercive working conditions and stress as well as subjective well-being. Social support was negatively associated with stress and positively associated with subjective well-being. Moreover, Problem-focused coping strategies and perception about social support lessened the stress and promoted the subjective well-being of female Myanmar migrant workers in Thailand.

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